Design & Technology Curriculum Map
Statement of Intent
Guided by our Catholic ethos, St Mary’s Design Technology curriculum provides a holistic, National Curriculum-aligned framework. We foster a supportive environment that challenges every student to excel, thrive and reach their full potential.
DESIGN TECHNOLOGY
The Design Technology curriculum empowers students to become resourceful, innovative, and enterprising individuals. Through a combination of creative problem-solving, risk-taking and deep engagement students explore the core principles of design while addressing critical global issues such as sustainability, FairTrade and social ethics allowing us to ensure that students develop as both skilled designers and socially responsible citizens.
We provide an innovative curriculum that challenges students to move from theory to practical outcomes. Working across Product Design, Graphics, Textiles, and Food, students master a wide array of tools and materials while drawing on essential insights from STEM, Art, and Geography. This collaborative, multi-material approach empowers students to solve problems and produce high-quality outcomes in a variety of physical and digital media and with a range of different materials including timber, polymers, and fabrics.
DEVELOPING NEW SKILLS IN:
PROBLEM SOLVING
- Identifying and understanding real world problems
- Researching what people need, want and value
- Trying new things, taking risks and learning from mistakes
DESIGNING
- Learn how to design high-quality products
- Come up with imaginative and creative ideas
- Create designs that are appealing and work well
COMMUNICATION
- Use sketches and plans to communicate ideas
- Make models to show designs
- Talk clearly about work and ideas
MAKING
- Learn how to make high-quality products
- Use different tools, techniques and equipment
- Use different materials and ingredients
EVALUATION
- Analyse other people’s designs and creations
- Test and evaluate your own ideas and skills
- Think about how to improve your work further
All students in Years 7 and 8 engage in a core Design Technology curriculum that rotates through four key areas: Product Design, Food & Nutrition, Graphic Design, and Textile Design. This modular approach provides a diverse technical foundation, offering students the opportunity to deepen their expertise through further specialisation in Year 9.
At Key Stage 4, we offer a diverse suite of accredited pathways tailored to individual interests, including EDUQAS Art & Design: Textile Design, EDUQAS Food Preparation and Nutrition, and technical awards in NCFE Graphic Design or Creative Design & Production. This rigorous curriculum provides a seamless transition to Key Stage 5, where students can advance their expertise through AQA A Level Art & Design: Graphic Communication.
Table of Contents
Food Preparation & Nutrition
KS2 information
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Year 7 Curriculum Map
Rotation – 9 weeks
Health & Safety
Kitchen equipment and uses
Food hygiene
Knife safety
Knife skills – bridge and claw
Nutrition
Balanced diet
The Eatwell Guide
Healthy eating guidelines
Fat
Salt
Sugar
Fibre
Water
Following recipes
Seasoning
Measuring ingredients
Weighing ingredients
Rubbing in method
Safe use of the oven
Safe use of the hob
Evaluating
PRACTICAL
Potato wedges, fruit crumble, scones
Year 8 Curriculum Map
Rotation – 9 weeks
Tips for eating well
Kitchen equipment and uses
Food hygiene and health & safety
Knife skills
Starchy Carbohydrates
The Eatwell Guide
Energy balance
Basal Metabolic Rate (BMR)
Physical Activity Level (PAL)
Dietary Reference Values (DRV)
Nutrients
Daily energy requirements
Food presentation skills
Measuring ingredients
Weighing ingredients
Preparing, shaping, kneading dough
Preparation of vegetables
Controlling temperatures
Safe use of the oven and hob
Evaluating
PRACTICAL
Savory rice, pizza, Tunnocks Teacake challenge
Year 9 Curriculum Map
Rotation – 13 weeks
Nutrients and the body
Micronutrients
Protein
Fats
Carbohydrates
Vitamins and minerals
4 C’s for good hygiene – cleaning, cooking, chilling, cross-contamination
Food hygiene and health & safety
Sensory analysis
Sensory terminology
Bacteria
Seasonality
Energy balance
Eating well
Cuisines
FairTrade
Dietary needs
Vegetarian and vegan
Measuring ingredients
Weighing ingredients
Safe use of the oven and hob
Safe use of a pasta machine
Preparing, shaping, kneading dough
Knife skills
PRACTICAL
Muffins, shortcrust pastry jam tarts, homemade pasta, pasta sauce, fish and chips
Year 10 Curriculum Map
Commodity – Fruit & vegetables
Origin, primary and secondary processing, storage, nutritional value
Principles of nutrition
PRACTICALS
Onion jam, bread, roux sauce
Commodity – Cereals
Origin, primary and secondary processing, storage, nutritional value
Principles of nutrition, diet & good health, culture & cuisines
PRACTICAL
Shortcrust pastry mince pies, swiss roll, gingerbread
Commodity – Milk, cheese and yoghurt
Origin, primary and secondary processing, storage, nutritional value
The science of food and food spoilage
PRACTICAL
Choux pastry profiteroles, rough-puff sausage rolls
Commodity – Meat, poultry, fish and eggs
Origin, primary and secondary processing, storage, nutritional value
PRACTICAL
Cupcakes with buttercream, cottage pie
Commodity – beans, nuts, seeds, soya, tofu and mycoprotein
Origin, primary and secondary processing, storage, nutritional value
Food choice
PRACTICAL
Breaded chicken, ravioli
Commodity – butter, oil, margarine and syrup
Origin, primary and secondary processing, storage, nutritional value
Mock NEA project
PRACTICAL
3 hour mock NEA
Year 11 Curriculum Map
Autumn
15% NEA 1 – Food Investigation Assessment
(The theme of this changes each year)
A food investigation will be set that will require each learner to experiment, hypotheses, develop practical skills and evaluate
Lent
35% NEA 2 – Food Preparation Assessment
(The theme of this changes each year)
A Food Investigation will be set that will require each learner to plan, prepare, cook and present a selection of dishes, to meet particular requirements such as a dietary need, lifestyle choice or specific context.
Summer
Revision of theoretical knowledge for written examination
Food commodities
Principles of nutrition
Diet and good health
The science of food
Where food comes from
Cooking and food preparation
Product Design & Creative Design and Production
KS2 information
Year 7 Curriculum Map
Rotation – 9 weeks
Health & Safety in the workshop
PPE
Safety signs and symbols
Developing design ideas
Timber theory
Hardwood
Softwood
Manufactured boards
Design specification
ACCESSFM
Technical drawing
To scale
Systems and controls
Inputs/processes/outputs
Practical skills
Safe use of tools and equipment
Marking out materials
Tolerance
Use of hand tools – tenon saw, flat file, vice, bench hook, try-square, sandpaper
Use of machine tools – belt sander
Material finishes
Decorating skills
Evaluating
Year 8 Curriculum Map
Rotation – 9 weeks
Working to a design brief
Task analysis
Working in the style of an illustrator
Looking at the work of Jon Burgerman
Developing design ideas
Isometric
Orthographic
Exploded viewpoint
Design specification
ACCESSFM
Plastic theory
Thermoset
Thermoplastic
Recycling
Health & Safety in the workshop
Safe use of tools and equipment
Practical skills
Creating a template
Use of hand tools – coping saw, vice, flat file, shaped file, needle file, wet and dry paper
Plastic finishing skills
Decorating skills – working with vinyl
Packaging
Evaluating
Year 9 Curriculum Map
Rotation – 13 weeks
Task analysis
Throw away culture
7 R’s of sustainability
Working to a design brief
Analysis of a design brief
IKEA
Iterative design
Product analysis
Creating a moodboard
Designing for a client profile
Initial design ideas
Developing design ideas
Specific user sketches
Modelling & prototypes
CAD/CAM – SketchUp
Greyboard modelling
Developing a final design
Isometric, orthographic, exploded viewpoints
Joining techniques – permanent, temporary, wood joints
Box joint practical
Ergonomics & anthropometrics
Health & Safety in the workshop
Safe use of tools and equipment
Practical skills
Marking out materials
Use of hand tools – tenon saw, flat file, shaped file, vice, bench hook, try-square, sandpaper, coping saw
Use of machine tools – belt sander, scroll saw, pillar drill
Use of the laser cutter
Material finishes
Evaluating
Year 10 Curriculum Map
Design movements, design principles, environmental impact of a product
Investigating materials, surface treatments and finishing techniques, aesthetics
Safe working practices, production methods, processes and techniques
Digital design and manufacture opportunities, CAD, CAM
Project 1Design and make a product using the NEA framework – research, design, develop, review, final design, production plan, risk assessment, evaluate
Project 1
Design and make a product using the NEA framework – research, design, develop, review, final design, production plan, risk assessment, evaluate
Properties and characteristics, costs, design processes
Design solution modification in response to feedback, production plan, interpreting a design brief, design proposal, communication skills
Purposes of presentation, methods of presentation, presentation skills for a design solution
Formative and summative review of design processes, production & solution
Project 2
Design and make a product using the NEA framework – research, design, develop, review, final design, production plan, risk assessment, evaluate
Project 2
Design and make a product using the NEA framework – research, design, develop, review, final design, production plan, risk assessment, evaluate
Year 11 Curriculum Map
Autumn 1
Recap of theoretical knowledge for NEA assessment
Design and production in context
Design materials and processes
Design brief and production processes
Presentation of a design solution
Review of processes and solution
Working in the design production industries
Autumn 2 to Lent 2
60% NEA brief
(The theme of this changes each year)
The NEA will assess the learner’s ability to effectively draw together their knowledge, understanding and skills from across the whole vocational area.
Summer
Revision of theoretical knowledge for written examination
Design and production in context
Design materials and processes
Design brief and production processes
Presentation of a design solution
Review of processes and solution
Working in the design production industries
Textile Design
KS2 information
Year 7 Curriculum Map
Rotation – 9 weeks
Health & Safety in the Textiles room
Use of a sewing machine
How to hand stitch
Design Movements
Art Deco theory
Initial design ideas
How to create a stencil
Safe use of the craft knife
Practical skills
Printing techniques
Fabrics and fibres
Where fabrics come from
Silk production
Social and moral issues
Textiles trade
Working conditions in factories
Evaluating
Year 8 Curriculum Map
Rotation – 9 weeks
Health & Safety in the Textiles room
Use of a sewing machine
How to hand stitch
Task analysis
Analysing a design brief
Designing for a brand
Apple
Target market
Zedtangles
Initial design ideas
Printing techniques
Repeat patterns
Foam board printing
Practical skills
Finishing techniques applied to fabrics
Product construction
Machine stitching
Smart materials
Technical textiles
Lining fabric
Producing a final product
Evaluating
Year 9 Curriculum Map
Rotation – 13 weeks
Health & Safety in the Textiles room
Use of a sewing machines
How to hand stitch
Analysing a design brief
Creating a moodboard
Textiles techniques
Applique
Screen printing
Decorative stitch
Creating initial design ideas
Annotating design ideas
Responding to feedback
Producing a final design
Evaluating designs
Producing swing tags
Social, moral and environmental issues in textiles
Working conditions in factories
Fashion brands
Fast fashion
Environmental design
Practical skills
CAM – laser cutter
Stencil production
Printing techniques
Evaluating
Year 10 Curriculum Map
60% Component 1 – Coursework
Develop ideas through investigations, demonstrating critical understanding of sources
60% Component 1 – Coursework
Develop ideas through investigations, demonstrating critical understanding of sources
Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
60% Component 1 – Coursework
Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
Record ideas, observations and insights relevant to intentions as work progresses
60% Component 1 – Coursework
Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
Record ideas, observations and insights relevant to intentions as work progresses
Year 11 Curriculum Map
Autumn
60% Component 1 – Coursework
Record ideas, observations and insights relevant to intentions as work progresses
Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
Lent
40% Component 2 – Exam
Develop ideas through investigations, demonstrating critical understanding of sources
Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
Record ideas, observations and insights relevant to intentions as work progresses
Summer
40% Component 2 – Exam
Record ideas, observations and insights relevant to intentions as work progresses
Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
10 hour final examination
Graphic Design
KS2 information
Year 7 Curriculum Map
Rotation – 9 weeks
Components of Graphic Design
How to mindmap
Analysing a design brief
Creating a moodboard
Cultural patterns
Greek, Aboriginal, Indian, Scottish, British & Mexican pattern production
Artist analysis
Mr Doodle
Working in the style of Mr Doodle to create pattern
Design idea development
Refinement of ideas
Colour theory – primary, secondary, tertiary, complimentary, harmonious
Flip repeat pattern
Use of a viewfinder
Material theory: paper & board
GSM
Net diagrams
3D paper engineering
Producing a final design
Collage
Practical skills
Evaluating
Year 8 Curriculum Map
Rotation – 9 weeks
Analysing a design brief
Typography
Uppercase
Script
Sans serif
Serif
Lowercase
Decorative lettering
Creating a moodboard
Ornamented lettering
Typography experiments
3D effect
Drop shadow
Traditional typeface
Joby Carter
Working in the style of a designer
Artist analysis
Refinement of designs
Producing colour samples
Fairground inspired lettering
Rendering
Producing a final design
Practical skills
Paint mixing
Evaluating
Year 9 Curriculum Map
Rotation – 13 weeks
What is Graphic Design
Analysing a design brief
Designing for Glastonbury
Researching a designer
Understanding a subtheme
Retro pattern and colours
Producing colour palettes
Creating a moodboard
Background patterns
Using Canva
Editing digital backgrounds
Layout
Composition
Hierarchy
Typography
Serif typeface
Sans serif typeface
Dafont.com typography research
Printing
Publication
Experimenting with designs
Reviewing designs
Producing a final design
Practical skills
Safe use of tools and equipment
Health & Safety in the Graphics room
Use of the heat press
Promotional items
Evaluating
Year 10 Curriculum Map
Project 1 – Line with lino
Introduction to line, visual research, planning a design, transferring designs onto lino, introduction to tools and carving techniques, printing techniques, reflection and exhibition
Project 2 – Colour and collage
Colour theory, artist study, paper textures, paint washes
Project 2 – Colour and collage
Design ideas inspired by fruit and nature, planning final pieces, collage, evaluation
Project 3 – Typography logo
Introduction to typography, serif and sans serif, font analysis, developing font ideas, refining fonts, vectorising logos, layout and composition, final presentation
Project 4 – Tone and stencils
Tone in Graphic Design, tonal sketches, CAD introduction, producing stencils, spray painting, digital layering
Project 5 – Imagery and composition
Digital editing, image enhancement, layout and typography, poster composition
Project 6 – Classic books
Identifying a brief, analysis of existing products, identifying a target audience, experimenting with illustration styles
Project 6 – Classic books
Idea development, improvement of design work, exhibition signs, print production
Project 7 – Perfume packaging & branding
Logo design, typography, digital logo creation, packaging design requirements, nets, applying Graphics to packaging, marketing and promotion
Project 7 – Perfume packaging & branding
Logo design, typography, digital logo creation, packaging design requirements, nets, applying Graphics to packaging, marketing and promotion
Year 11 Curriculum Map
Autumn 1
Employment
Job roles in the industry, Graphic Designer, understanding the role of an artworker, creative directors and advertising, illustrator, concept artists, freelance designer, in-house designer, design sector overview
Autumn 2 to Lent 2
60% NEA brief
(The theme of this changes each year)
The NEA will assess the learner’s ability to effectively draw together their knowledge, understanding and skills from across the whole vocational area.
Summer
Revision of theoretical knowledge for written examination
Components of graphic design
Work of graphic designers
Requirements of a graphic design brief
Planning, development and experimentation
Graphic design production
Design, present and promote graphic design work